Summary of activities in the corner of the big class (5 selected articles)
The activities have come to an end. I believe you must have a lot of gains worth sharing, so write these records in the activity summary and keep them in your mind. Then how to write a beautiful activity summary? The following is a summary of the activities in the corner of the big class (selected 5 articles), hoping to help you.
Summary of corner activities in large classes 1
This semester, the regional activities in this class are mainly about children's self-learning, self-exploration, self-discovery and self-improvement. There is a relatively relaxed activity atmosphere and flexible activities to meet the needs of children's development, and an environment that encourages children to play their own roles, is easy to operate and explore boldly, which has better promoted the comprehensive and harmonious development of children's body and mind. In carrying out regional activities, we set them according to the characteristics of our class and the actual situation of children's level. At the same time, we provide children with versatile and developmental game materials, and give timely guidance to children as companions. From the perspective of children, starting from their psychology and the development of children in our class, we have created music areas, language areas, science areas, art painting areas, mathematics areas, outdoor regional activity areas and one.
The goals of this class's game activities are:
1. Create a free and open environment that children like, guide children to carry out activities independently, cultivate children's active, lively and cheerful personality, cultivate their exploration spirit and improve their ability of observation and analysis.
2. Through children's hands-on operation, let children make more activities of "turning waste into treasure", cultivate children's shallow environmental awareness, know that many waste materials can be reused, and make many beautiful works.
3. Math area: Understand the obvious characteristics of objects such as color, size, shape, quantity and orientation, try to compare, classify, like to operate, fiddle with, try to ask questions and express what you have seen and heard.
4. "Chess Bar": Learn to share your toys with your peers, learn to play chess that you can't understand, and abide by the rules of the game in the game, so as to improve children's ability and self-control, and develop the coordination of hands and brains.
5. Experience the joy of cooperation with peers, experience the joy of success, and exercise the flexibility of thinking and hand-eye coordination.
6. Develop children's imagination, creativity and exploration ability, cultivate children's observation ability, and improve the flexibility and agility of thinking through independent games.
7. In regional activities, let children learn to communicate and cooperate with peers humbly and politely, and be willing to enjoy the happiness of themselves and others, so as to build a harmonious relationship between peers and teachers and children.
The specific development is as follows: Regional Games in Theme Environment
The first theme: "Special Me" created an art area, a reading area and a science area.
1. Show children's Finger Prints, Footprints and Muppet Dolls in the art area, so that children can observe, appreciate and find their own works in their daily activities, provide opportunities for children to communicate and learn with their peers, and provide rich operating materials for children.
2. Reading area: A number of Chinese characters and action pictures beside the characters ""mouth ""and "foot" are prepared. Children can freely take Chinese character picture cards and read Chinese characters according to the pictures to further understand the characteristics of Chinese characters.
3. Science area: Various detachable toys, ballpoint pens and pens are provided to inspire children to disassemble toys and explore the mysteries of toys and pens.
The second theme: "Our Home" has created a language area, a science area, a performance area and an art area.
1. Put children's books in the language area, and read poems from pictures, including Home, Love the Motherland since childhood and How Big Our Motherland is.
2. In the science area, display all kinds of marks, so that children can read all kinds of marks in activities, cultivate children's interest in reading marks and enrich their experience.
3. Provide music tapes, ribbons, costumes and props in the performance area, so that children can perform Happy Ayiguli, Let Love Live in My Home and Great China with music, and let children experience happiness in the performance activities.
4. All kinds of clay paste works are displayed in the art area, and all kinds of plasticine are provided for children to carry out clay sculpture decoration activities independently.
The third theme: "Fantasia of the Four Seasons"
1. Autumn leaves, beautiful Woods and colorful chrysanthemums are arranged in the art area for children to exchange and enjoy, and corresponding materials are provided for children to create drainage paintings and oil pastels. Various colors of plasticine and simple clay tablets allow children to independently rub long, reunion, flattening and connecting skills to shape.
2. Provide books for children in the reading area, encourage children to read the contents of picture clips, recite poems to cultivate children's reading habits and interests, provide men and pictures with the word "wood" and "rain", and perceive the structure and significance of men.
3. Put pictures, materials and books of flowers and leaves collected by teachers and students in the science area to encourage children to read by themselves, enrich their experience and cultivate their interest in observation.
4. Put all kinds of fruits and dried fruits in the natural corner with a number of self-made paper plates, and write the names of the fruits on the paper plates, so that children can play matching games to read the corresponding men while observing the fruits independently, and teachers and students can * * * collect flowers and plants and bring them to the natural corner to write the names of the plants, and make a class plant investigation record table, so that children can record the names, appearance characteristics and growth process of these plants.
the fourth theme: "colorful fantasia"
1. Provide all kinds of paper, pens, pigments, scissors and other materials in the art area for children to fold, print and dye paper flowers and feel interesting printing and dyeing activities. Provide oil pastels for children to create batik depictions and further perceive the strange effect of wax depictions.
2. Show the processed and edible flowers in the scientific area in the form of photos, for example, cooking flowers: chrysanthemum, celery, lily, osmanthus, scallop, broccoli, etc., so that children can understand these edible flowers.
Fifth theme: "Animal Grand View Garden"
1. Show the papermakers "Crab" and "Snail" made by children in the art area, and provide colored paper and scissors to encourage children to cut and paste various animal images.
2. In the science area: collect all kinds of animal cards, encourage children to read animal cards and tell the characteristics of the number of animal legs according to the format of riddles and nursery rhymes, and try to imitate nursery rhymes.
3. Provide tapes, musical instruments and props in the music area to guide children to sing Grandpa Zhang's Little Flower Dog, Three Monkeys, Tortoise and Rabbit Race and Animal Guessing Song in the performance area.
Sixth theme: "General Story of Land, Sea and Air"
1. Science area: Show all kinds of pictures with wheels and statistics of wheels, let children observe and perceive all kinds of round wheels, collect toys and models of various vehicles, and put waste paper boxes, colored paper, popsicles, bottle caps, glue, single-sided tape, scissors and other materials, and encourage children to make various vehicles.
2. Put materials for making paper prints in the art area, and use the expression techniques of paper prints to create ships and other means of transportation.
3. Music performance area: musical instrument tapes, small red flags and other materials will be put in, and children will perform percussion music "Lift the sedan chair", sing songs "Wheels of a bus", "Little Navy" and perform dances "Train Dance".
Outdoor area games:
This semester, outdoor area games can lead children to walk, such as "Bear and Stone Man", running games, such as "Postman, Chicken Hair Letter", jumping games, such as "Picking Fruit, Pony Carrying Food", balanced games such as "Little Pilot, Failing to Fall", and throwing, drilling and climbing games such as "Grab".
We have also made a variety of outdoor game devices such as "UFO", "pigtail", "paper football" and "triangle multipurpose device" together with parents of young children, all of which are made of waste materials.
regional games in public * * *
This semester, in public * * * area, we newly set up a "chess bar" for children to play chess, so that children and teachers can collect all kinds of chess and put them in this area, and at the same time, we also lead children to play games such as "mutton hotpot building", "mutton hairdressing house" and "tea bar". Summary of corner activities in large classes 2
Games are voluntary activities to seek happiness. However, children's play is by no means a simple feeling of happiness, but a happiness accompanied by a sense of life fulfillment. Games are children's activities, which are quite different from learning activities and labor activities. It has some characteristics: First, games are children's voluntary activities, and games are children's nature. Children's games are not carried out under the circumstances of external coercion, but children's voluntary activities out of their own interests and wishes. There are many types of children's games, such as corner games, role games and morning optional activities, among which banks, kindergartens, doll houses, hospitals, barbershops and food cities are role games, corner games and morning optional activities.
Although the children-oriented educational concept advocated in the new Outline has been deeply rooted in people's hearts, it is difficult to respect children's interests and needs and the development differences of children in kindergarten life with collective activities as the main mode in educational practice. What we often see is the scene of children queuing in and out of the activity room, sitting in class in rows, and answering questions in unison. Teachers are used to such an organizational model, so that it is difficult to put their conceptual understanding into their specific educational practice. It should be said that regional activities can help teachers implement the child-oriented concept in practice and truly realize the humanistic education goal of "promoting the development of each child with individuality".
Because before carrying out regional activities, teachers will seriously think about the interests, needs and development goals of the children in this class, choose the type of regional corners in a targeted way, and put in appropriate materials. Moreover, regional activities are individualized and independent activities, and children can communicate freely in a relatively relaxed and free atmosphere, without too much interference from teachers and less hard control. Even if children don't like to participate in activities for the time being, they can choose to "wander around" or "sit around", which shows teachers' respect and understanding for children. Children in large classes are already at the age of mastering knowledge and developing rapidly in all aspects. Teachers need to provide correct and reasonable guidance for children to master knowledge and develop their abilities.
There are three classes in the big class * * *. In this year's regional activities, through teaching and research, appraisal and other activities, we have conducted guiding study and practice for the regional activities of the three big classes. In the process of regional activities, it is necessary to meet the age characteristics of children and let them have some room for development from the aspect of material delivery. In addition, due to the limited class space, we take regional activities in groups from morning to afternoon, and make effective use of functional departments and rooms to enrich children's activities. In the process of children's play, teachers' guidance to children is different from that of children of other ages. Children in large classes are gradually developing and growing in emotional morality, and teachers' intervention and guidance should be appropriate. In this semester's guidance, we try our best to guide children to solve their own problems by heuristic and parallel intervention. In the long run, the ability of children in large classes to solve problems independently has been significantly improved. However, in terms of the value of regional game education, we still need to strengthen and work hard. Summary of corner activities in large classes 3
The following is a summary of the game activities in our class this semester.
1. Role Games In role games, the role is the center of the game.
By playing an imaginary role in the game, children recombine the existing ideas in their minds in an imaginary way, thus reflecting their understanding of social life and participating in the social life of adults. In the game, children often have problems of one kind or another, and they argue endlessly about it. For the children in our big class, we should not only educate them in morality, let them know how to be humble to each other, but also focus on cultivating children's sense of cooperation this semester.
first, use the rules of the game to induce children's cooperative behavior.
The proposal of rules is not only a request for children's activities, but also a hint for children's behavior and game development. For example, in the doll's house, we guide children to establish rules like this: "Before the game begins, children should discuss and determine what role they play before playing. Mom and dad, grandparents and children are a family, and everyone should care about things at home and people at home, and can't do whatever they want. " Children are required to put forward the role they want to play and negotiate with each other. Use "family" to clarify the relationship between them, suggesting that they should cooperate in their behavior.
Second, teachers take the initiative to join children's games.
Teachers' participation in children's activities can stimulate children's interest in games and set a good example for children. For example, once, I was a "mother" in a doll's house and Jinjie was a "father". When I got up in the morning, I said to Jinjie, "I'll dress the children. Go and buy breakfast." When he came back, he said to me, "I bought a cake." After breakfast, I glanced at my watch and said, "Oh, I'm going to be late, and I can't take the baby off." Jin Jie said, "Please leave quickly, and I'll take him off." At the beginning, Jin Jie was passive in communicating with me, and later changed from passive to active, coordinating our behavior.
In addition, because children are young, their main motivation to participate in the role is interest and activeness. Therefore, when organizing role games this semester, on the basis of setting scenes and stimulating children's interest in activities, we should pay attention to guiding and encouraging children to boldly try to gain experience and gradually understand themselves from personal experience. Only in this way can we gradually change spontaneous activity into active activity, which is conducive to the development of children's own potential. For example, in the role game of "Little Mouse Bakery", our children can choose and use various materials to make their own special cakes. They can freely choose materials to make what they want in the game, and everyone has a great time. It can be seen that in the game, children gain experience from their own experiences and choose the methods that they feel good about, so that they can master skills better and faster, and at the same time enhance their interest and confidence in role games.
second, educational corner games
educational corner games have broken through the passive and static situation of children in traditional education. It is not that teachers tell children knowledge and let them accept it passively and statically, but that teachers design and provide environments for children to operate, especially various activity materials, so that children can actively develop in the interaction with the environment. Combined with the "suggestions for regional activities" put forward in the series, the development of educational corner games in our class this semester < P > First, the design of educational corner games